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Individual differences in academic performance have been linked to differences in intelligence and personality.[1] Students with higher mental ability as demonstrated by IQ tests (quick learners) and those who are higher in conscientiousness (linked to effort and achievement motivation) tend to achieve highly in academic settings. A recent meta-analysis suggested that mental curiosity (as measured by typical intellectual engagement) has an important influence on academic achievement in addition to intelligence and conscientiousness.[1]

Children’s semi-structured home learning environment transitions into a more structured learning environment when children start first grade. Early academic achievement enhances later academic achievement.[2]

Parent’s academic socialization is a term describing the way parents influence students’ academic achievement by shaping students’ skills, behaviors and attitudes towards school.[3] Parent influence students through the environment and discourse parents have with their children.[4] Academic socialization can be influenced by parents’ socio-economic status. Highly educate parents tend to have more stimulating learning environments.[5]

Children’s’ first few years of life are crucial to the development of language and social skills. School preparedness in these areas help students adjust to academic expectancies. [6]

Another very important enhancer of academic achievement is the presence of physical activity. Studies have shown that physical activity can increase neurotic activity in the brain.[7] Exercise specifically increases executive brain functions such as attention span and working memory. [8]